The scope of human thought along with its ability to proceed from reconstruction of the most ancient periods to anticipation of the distant future, from small objects to galaxies and the Universe as well as, to embrace different trends and dimensions of reality never ceases to amaze us. You are reading a new issue of the Yearbook which contains some ‘grains’ of the description of the billion years’ path. This Yearbook presents the global studies which cover different fields of research. The present volume is the sixth in the series of yearbooks with the title Globalistics and Globalization Studies.

The subtitle of the volume is ‘Global Evolution, Historical Globalistics and Globalization Studies’ which reflects the contents. The present issue brings together a variety of contributions devoted to mega- and global evolution (Part I); historical globalistics (Part II); globalization and glocalization (Parts III–IV). Besides, Part IV comprises some issues on the view in the future. We become more and more accustomed to think globally and to see global processes.

The yearbook will be interesting to a wide range of researchers, teachers, students and all those who are concerned about global issues.

While the volume is in its heterogeneity an interesting read, I may draw the present readers’ special attention to the following contributions:

Never sure …. if I understand correctly you can follow one of the links ‘some free copies as long as they last’ ad download a free copy of the full article … – until a certain limit is reached. And after the limit is reached, it should automatically be blocked, perhaps with a note from

«LOSERS, GOOD GUYS, COOL KIDS» THE EVERYDAY LIVES OF EARLY SCHOOL LEAVERS

and authored by Judit Csoba and Peter Herrmann had been just published.

ABSTRACT

The article describes an empir- ical study concerned with the NEET gen- eration in Hungary. The NEET generation (Not in Education, Employment or Train- ing) is represented by those young per- sons who do not work or study anywhere due to a number of social, economic and political reasons. The authors pres- ent the results of qualitative interviews revealing some of the problems of sec- ondary school graduates. The findings point to deep public misunderstanding of the situation of the NEET generation and help the authors to draw up several proposals on the modernization of youth policies.

Physical exercise, beyond the mere physical aspect, is very much a social construct. But it is as well a means of constructing the social and as such it can be used in different ways. The contribution, taking a broad comparative perspective, will reflect on two major possibilities: the one may be called social inclusion as subordination and the other can be looked at as a matter of social inclusion by strengthening individuals. This also allows an understanding of new dangers of exclusion in the era of liquid modernity.

Uploaded also this text now, dealing with the Vatican Spring on ‘my’ researchgate-site – kind of old stuff, though still of interest I suppose, reflecting on the limits of a ‘new catholicism’. As such it is also relevant as reflection of the limited meaning of religious ‘revolutionary claims’.

Schrödinger wanted people to imagine that a cat, poison, a geiger counter, radioactive material, and a hammer were inside of a sealed container. The amount of radioactive material was minuscule enough that it only had a 50/50 shot of being detected over the course of an hour. If the geiger counter detected radiation, the hammer would smash the poison, killing the cat. Until someone opened the container and observed the system, it was impossible to predict if the cat’s outcome. Thus, until the system collapsed into one configuration, the cat would exist in some superposition zombie state of being both alive and dead.[2]

The one way of dealing with it is to open the box in order to see if the cat is alive or not. However, it is a way of dealing with the problem by actually denying it as checking, giving ‘empirical evidence’ in actual fact changes the conditions to such an extent that, what had been the question at the outset is actually redefined: the conditions from which the question emerged are not anymore given.

The other way is to admit that there is no answer and that there cannot be any answer for ever. One could see this as a purely academic issue – though this is probably seen differently by the cat – being eternally in a situation of not knowing if her is dead or alive which must admittedly a hugely unpleasant state of existence. And both ‘easy answers’ prevail when we are looking at academia, in particular universities: researching, studying and teaching. One question may be asked though: what is if we simply look at the tale, not the entire cat but also not something that exists only as chimera?

Some reflections on the development of third level education today can be found here, impressions and reports, resulting from having worked in China for two years at a ‘joint venture’ between a EUropean and a Chinese university, and reflecting more general trends than really anything like ‘this is China’. And also reflecting on a general trend of supposed academic education where one learns not to agree with but to follow rules, where you have to like numbers but yu do nit have to like maths … – at the end where you should end with a major that makes sure that the cat is dead while the mice are dancing a bubble dance, appealingly majoring in accounting without understanding the economy of which it takes account.